My introduction to Davidson Academy Online happened a few years before I was admitted to the school. My older brother was a student, and I would sit outside of his door trying to listen to what they were talking about in class. And I would read all of the books that he was reading so I would be prepared in case I got to attend the school as well.
I recently found my list of possible topics for a Great Gatsby essay that I came up with when I was in fifth grade – let’s just be glad I waited until I was actually in the class to select a topic. I think getting to hear him excitedly talk about content from his classes or readings or even funny comments from the teachers allowed me a peek into a world that would change my understanding of learning and give me perspective on how a community supports each other.
When I entered the school as a sixth grader, I hit the ground running. I was elected to the student council, I joined a bunch of clubs, I found a group of friends, and I attended all of the events (yes, virtual dances are way more fun than ones in real life). The classes also lived up to the hype in my head. I was surrounded by students who thought mythology, slam poetry, the habitats of tree frogs, number theory, and loads of other things were fascinating. It was great! Being intellectually engaged was the cool thing, which I had not really encountered with my friends in other academic settings. Pretty soon I realized that there is an unwritten contract between students and the faculty. As students we learn because we are curious, we work hard because we want the material to be part of us, and we value the opportunities we are given. The faculty offer us coursework that is comparable to classes in college, challenge us to figure out how to solve problems and treat us as scholars-in-training. I have been fortunate in that in addition to my core classes and electives, I have also been engaged in a series of independent studies with a faculty member. We create reading lists, discuss the application of theory to life, explore how our multiple identities might influence our lived experiences, and examine how phenomenological approaches might give heart to traditional scholarship. Something that has emerged from these independent studies, that I do not think could happen in a traditional school, is that I have been offered an opportunity to serve as a teaching assistant for an elective based on these independent studies. This happened not because I came into DAO knowing everything about the topic, but because a faculty member invested so much into helping me pursue an interest.
Another part of my identity that has been embraced by the administration, my teachers, the counselors, and even my peers, is that I am an elite athlete. My workouts are intense, my schedule is rigid, my travel involves lots of coordination…but I love being on the field with a soccer ball in the same way that I love being a scholar. When I was invited to Portugal for a month-long professional trial, the administration, my teachers, and the counselors started working with me on a plan for how to be in a rigorous academic environment while taking this opportunity to see if soccer might be my first job as an adult (I still haven’t made a decision yet). The expectation that I work hard as a student is met with a flexibility in helping me develop in other ways that are important to me. This is true for other students at this school as well – we have lots of incredible musicians, skilled chess players, brilliant poets, talented actors . . . all of whom are also exceptional students.
Finally, the people at DAO have helped me understand how a community supports each other. The teachers and counselors value students’ physical health and mental health. When my mountainous community, that is nowhere near the coast, experienced devastating floods from Hurricane Helene, the faculty and staff reached out to my family to see if they could help with food or water or provide some support in a really painful situation. One of my DAO mentors sent me a book on how altruism, kindness, and community connection can emerge from natural disasters. Because I needed the routine of school, my teachers worked with me despite having no internet in my home for a long time. The counselors checked in regularly to see what I needed emotionally. The faculty and staff at this school know that supporting students through challenges is as important as celebrating their successes.
So, I’m tremendously grateful to be at Davidson Academy Online. I think if I had just stayed outside listening to my brother’s classes, I would have missed out on an incredible learning environment.
– Graham, Davidson Academy Online Student
Adapted from a “Student to Student” profile originally shared in our newsletter. Subscribe >